Relevant bibliographies by topics / Interactive teaching methods

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Interactive teaching methods'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 May 2022

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Journal articles on the topic "Interactive teaching methods"

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Kamolidinovna, Sayfiyeva Komila. "MODERN AND INTERACTIVE METHODS OF TEACHING LEGAL ENGLISH." CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 02, no. 12 (December 1, 2021): 190–94. http://dx.doi.org/10.37547/philological-crjps-02-12-36.

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Teaching legal English has become in demand in the opportunities for those professionals who know English due to globalization, strengthening of economic ties of Uzbekistan with foreign countries and the connection with the expansion of strengthening at a good level. English teachers should help to the development of skills that will help law students to become competitive. Teaching legal English is a complicated but interesting process. When deciding to teach this sublanguage, it should be borne in mind that there are several modern and interactive methods. Teaching legal English to students requires using them in lessons in order to be effective and efficient at the same time. Various activities of these methods are used by teachers with the aim of teaching in deeper perspective.
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Qambarova, Diloram Y. "INTERACTIVE METHODS OF ENGLISH TEACHING IN HIGHER EDUCATION." Oriental Journal of Education 02, no. 01 (March 1, 2022): 1–7. http://dx.doi.org/10.37547/supsci-oje-02-01-01.

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As the world becomes ever more connected, the appeal of learning a new language is clear. Whether for business or pleasure, being able to communicate on an international level can bring many benefits. Nowadays most students of higher education want to use effective study methods so they can learn a language fast and speak it. So today English teachers of higher educations should be creative, searchable and find the best suitable method for each group or even for each student. In this article there are given some modern methods of teaching English.
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Pulatovna, Batiraliyeva Shaxnoza. "Interactive methods for teaching russian." ACADEMICIA: An International Multidisciplinary Research Journal 10, no. 5 (2020): 1754. http://dx.doi.org/10.5958/2249-7137.2020.00426.7.

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Tabachkova, M. Yu, and I. P. Boriskina. "INTERACTIVE METHODS OF TEACHING MATHEMATICS." Integration of Education 18, no. 3 (September 30, 2014): 065–70. http://dx.doi.org/10.15507/inted.076.018.201403.065.

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Tsvetkov, V. Ya. "INTERACTIVE METHODS OF TEACHING MATHEMATICS." Integration of Education 18, no. 3 (September 30, 2014): 071–76. http://dx.doi.org/10.15507/inted.076.018.201403.071.

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Zhumanazarov, Kuban. "INTERACTIVE METHODS IN MATHEMATICS TEACHING." Alatoo Academic Studies 20, no. 1 (January 30, 2020): 101–10. http://dx.doi.org/10.17015/aas.2020.201.13.

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Mathematics is not aimed at a direct study of the properties of things, but the study of numerical relationships and spatial forms of these things. This feature of mathematics allows the development of inferences in students and requires the implementation of argumentation in the process of mental judgment and proof. Learning mathematics activates the mental abilities of students, educates their desire for the assimilation of knowledge. In the educational process, interactive methods are a means of forming such important abilities. The article analyzes the work of researchers on interactive methods of teaching mathematics. Brief characteristics are given by some interactive teaching method.
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Muhammadjonova, Nilufar Ibrohimovna. "INTERACTIVE METHODS IN TEACHING ESP." Theoretical & Applied Science 95, no. 03 (March 30, 2021): 143–45. http://dx.doi.org/10.15863/tas.2021.03.95.23.

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Bakhtiyorovna, Kuvatova Nozima. "Interactive teaching methods: Critical thinking." ACADEMICIA: AN INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL 11, no. 1 (2021): 1163–67. http://dx.doi.org/10.5958/2249-7137.2021.00176.2.

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Borishanskaya, M. M., and M. A. Kurbakova. "Interactive methods in teaching translation." Izvestiya MGTU MAMI 9, no. 1-6 (December 15, 2015): 124–27. http://dx.doi.org/10.17816/2074-0530-67090.

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The article discusses the use of interactive methods in teaching of translation. By illustrative examples, the authors analyze the role of all participants of the process and demonstrate the opportunities of interactive approach
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Barna, L. Y. "INTERACTIVE METHODS IN TEACHING MICROBIOLOGY." Innovate Pedagogy 1, no. 44 (2022): 93–97. http://dx.doi.org/10.32843/2663-6085/2022/44/1.19.

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Dissertations / Theses on the topic "Interactive teaching methods"

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Roienko, L. V. "Using interactive methods in ESP teaching." Thesis, Одеський національний університет імені І. І. Мечникова, 2020. https://er.knutd.edu.ua/handle/123456789/16225.

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The article describes modern pedagogical technologies and approaches which are used in ESP teaching. The practical methods of active teaching English for Specific Purposes students of economic specialities have been analysed in the article. The issue of the main activities and approaches for improving ESP teaching has been covered in the article.
У статті описані сучасні педагогічні технології і методи, що використовуються при викладанні іноземної мови фахового спрямування. У статті мова йде про головні види діяльності для удосконалення процесу викладання іноземної мови фахового спрямування.
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Zozulia, I. Ye, and І. Є. Зозуля. "Methods and techniques used in Ukrainian language teaching interactive technologies (practical experience)." Thesis, Leipzig University, 2018. http://ir.lib.vntu.edu.ua//handle/123456789/23179.

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Froeschle, Chad. "Identification of effective teaching strategies and methods that foster interaction via interactive television." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999froeschlec.pdf.

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Barrett, Mark Douglas. "Teaching language arts in third grade with HyperStudio, an interactive computer program." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/849.

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Aleksandar, Kavgić. "Interaktivna nastava korpusne lingvistike na diplomskim akademskim studijama anglistike: teorijski, metodološki i praktični aspekti." Phd thesis, Univerzitet u Novom Sadu, Filozofski fakultet u Novom Sadu, 2015. http://www.cris.uns.ac.rs/record.jsf?recordId=91544&source=NDLTD&language=en.

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Ova disretacija bavi se korpusnomIZ lingvistikom, ali iz perspektive teorijskihmetodoloških i praktičnih aspekatakoncipiranja kursa korpusne lingvistike kojije utemeljen na principima interaktivnenastave. Glavni cilj ovog istraživanja jesteda se u njemu formulišu principiprojektovanja interaktivnih kurseve koji suusklađeni sa sadržajima studijskih programai sadržaja ostalih kurseva, ali i koji supedagoški efikasni i orijentisani na studenta.Drugi cilj istraživanje jeste da se u skladusa ovim principima koncipira kurs korpusnelingvistike koji je optimalno prilagođenuvođenju korpusne lingvistike i interaktivnenatave na diplomske akademske studijeanglistike u Srbiji. Treći cilj istraživanja jeda proveri inicijalnu hipotezu da će kurskorpusne lingvistike projektovan u skladu saprincipima koncipiranja interaktivne natave isproveden u hibridnom okruženju bitisuperioran u odnosi na kurs istih sadržaja alisproveden isključivo primenomtradicionalnih metoda nastave.
This thesis deals with corpus linguistics, butAB from the point of view of theoretical,methodological and practical aspects ofdesigning a course in corpus lingusiticswhich is based on the principles ofinteractive teaching and learning. The mainaim of the research is to formulate principlesof designing interactive courses which arealligned with curricula and syllaby, butwhich are also pegogically efficient andstudent-friendly. The secondary aim is todesign a course in accordance with theseprinciples which is optimally suitable forintroducing corpus linguistic and interactiveteaching methods to MA studies of Englishlanguage and linguistics in Serbia. The thirdaim of the research is to test the initialhypothesis that a course designed in accordance with interactive principles of course design and realized as a hybrid course will be superior to the same course based entirely on traditional teaching methods.
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Алексенко, Ольга Василівна, Ольга Васильевна Алексенко, Olha Vasylivna Aleksenko, and Л. В. Бобрун. "Реалізація інтерактивних засобів навчання для дисципліни "Інформатика"." Thesis, Вид-во СумДУ, 2009. http://essuir.sumdu.edu.ua/handle/123456789/6217.

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Gellman, Gregg W. "Using web-based interactive multimedia to supplement traditional teaching methods : a pilot program for medical training of non-medical personnel /." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2005. http://library.nps.navy.mil/uhtbin/hyperion/05Mar%5FGellman.pdf.

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Thesis (M.S. in Operations Research)--Naval Postgraduate School, March 2005.
Thesis Advisor(s): Rudolph P. Darken, Samuel E. Buttrey. Includes bibliographical references (p. 142-143) Also available online.
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Фоміна, Л. В., and О. І. Башинська. "Аналіз переваг застосування інтерактивних форм навчання студентів на кафедрі анатомії людини." Thesis, Сумський державний університет, 2017. http://essuir.sumdu.edu.ua/handle/123456789/64770.

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Вступ. У теперішній час для підготовки спеціалістів лікарів, які б відповідали вимогам сучасності має значення напрямок інноваційно-особистнісного навчання з використанням інтелектуально творчого потенціалу особистості. Такий підхід вимагає змін в освітньому процесі. Разом з тим, студент повинен засвоювати потік інформації який збільшується час від часу. На допомогу студенту та викладачу мають прийти інтерактивні методи викладання,які допоможуть студенту в засвоєнні матеріалу а викладачеві якісному викладанні предмету. Застосування інтерактивних методів навчання є одним з найважливіших напрямків удосконалення сучасних методів вузівського навчання і обов’язкова умова для виконання компетентністного підходу . Для реалізації заявлених сучасних компетентностей студента є застосування новітніх технологій і форм учбової роботи. В першу чергу це перехід від інформативних форм навчання до активних, перехід від знання до дієвого активного застосування знань. Завданням інтерактивного навчання є заохочення сутента до поєднання теоретичних знань з практичними потребами.
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Hundley, Stacey A. "A comparative study of traditional lecture methods and interactive lecture methods in introductory geology courses for non-science majors at the college level." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1196191640.

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Zagoruyko, N., L. Yashchuk, and O. Khomenko. "The experience of the using of interactive methods for study of economic understanding of environmental problems among students-ecologists." Thesis, Сумський державний університет, 2013. http://essuir.sumdu.edu.ua/handle/123456789/31793.

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The peculiarity of disciplines dealing with the problem of managing organizational systems is the impossibility of presenting the full scope of the required knowledge in the form of theoretical propositions. One way to address this issue is to implement in the classroom interactive teaching methods, such as the method of case studies and tasks in the form of case studies. When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/31793
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Books on the topic "Interactive teaching methods"

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A sourcebook of interactive methods for teaching with texts. Boston: Allyn and Bacon, 1992.

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1939-, Klein Hans Emil, and World Association for Case Method Research & Application., eds. Teaching and interactive methods: With cases, simulations, and games. Needham, Mass: WACRA - World Association for Case Method Research & Application, 1995.

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Kashlev, Sergey. Interactive learning technology. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1033836.

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The educational and methodological manual examines interactive methods, the technology of interactive learning as an innovative pedagogical phenomenon, defines the features, content and structure of interactive methods, justifies the classification of interactive teaching methods, reveals the theoretical and methodological foundations of the use of interactive teaching methods in the pedagogical process, provides characteristics of about 70 individual interactive teaching methods, as well as the content of interactive classes, scientific and methodological seminars on pedagogy with students, listeners of the system of additional adult education. Meets the requirements of the federal state educational standards of higher education of the latest generation. For teachers and heads of institutions of secondary general education, additional education of children and youth, social educators, practical psychologists, students and teachers of pedagogical specialties of universities, undergraduates, postgraduates of psychological and pedagogical specialties, students of the system of advanced training and retraining of educational specialists, methodologists of educational institutions.
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Interactive learning events: A guide for facilitators. London: Kogan Page, 1988.

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Julio, Susan. Interactive Bible bulletin boards: Spring. San Diego, CA: Rainbow Publishers, 1999.

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J, Glendon Kellie, ed. Interactive group learning: Strategies for nurse educators. New York: Springer, 1999.

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1949-, Splendorio Dominick, and Chiarello Sal 1945-, eds. Tools for teaching health: Interactive strategies to promote health literacy and life skills in adolescents and young adults. San Francisco: Jossey-Bass, 2007.

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Sharp, Stephen. A new look at the interactive writing classroom: Methods, strategies, and activities to engage students. Lanham, Md: Rowman & Littlefield Education, 2011.

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Lipson, Marjorie Y. Assessment and instruction of reading and writing difficulties: An interactive approach. 4th ed. Boston: Pearson, 2009.

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Corrigan, Patrick W. Interactive staff training: Rehabilitation teams that work. New York: Plenum, 1997.

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Book chapters on the topic "Interactive teaching methods"

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Kamburjan, Eduard, and Lukas Grätz. "Increasing Engagement with Interactive Visualization: Formal Methods as Serious Games." In Formal Methods Teaching, 43–59. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-91550-6_4.

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Egorova, Galina I., Natalya I. Loseva, Andrey N. Egorov, Elena L. Belyak, and Olga M. Demidova. "Developing Professional Competences with Interactive Teaching Methods at Tertiary Education." In Advances in Intelligent Systems and Computing, 15–22. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11473-2_2.

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Carlà, Tommaso, Emanuele Intrieri, Federico Di Traglia, Giovanni Gigli, and Nicola Casagli. "TXT-tool 2.039-3.4 Methods to Improve the Reliability of Time of Slope Failure Predictions and to Setup Alarm Levels Based on the Inverse Velocity Method." In Landslide Dynamics: ISDR-ICL Landslide Interactive Teaching Tools, 537–51. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57774-6_39.

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Rüütmann, Tiia. "Analysis of STEM Teaching – Most Common Strategies and Methods Enabling Deep Understanding and Interactive Learning Applied by Graduates of Technical Teacher Initial and Continuing Education Programs in Estonia." In Interactive Collaborative Learning, 405–14. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50337-0_39.

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Hu, Zhaoguang, Wei Shan, and Hua Jiang. "TXT-tool 4.086-1.1: Landslide Investigations in the Northwest Section of the Lesser Khingan Range in China Using Combined HDR and GPR Methods." In Landslide Dynamics: ISDR-ICL Landslide Interactive Teaching Tools, 539–53. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57777-7_32.

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Yantaç, Asım Evren. "A Method for Teaching Affordance for User Experience Design in Interactive Media Design Education." In Design, User Experience, and Usability. Design Philosophy, Methods, and Tools, 630–38. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39229-0_67.

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Janno, Jelizaveta, and Ott Koppel. "Interactive Teaching Methods as Human Factors Management Tool in Dangerous Goods Transport on Roads." In Advances in Intelligent Systems and Computing, 619–28. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-73210-7_72.

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Krupkin, Alexey, and Marina Sinyakova. "Identification of Relevant Interactive Teaching Methods for the Development of Universal Competencies of Future Engineers." In Integrating Engineering Education and Humanities for Global Intercultural Perspectives, 652–58. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47415-7_69.

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Chiang, Chen-Wei, and Kiyoshi Tomimatsu. "Interaction Design Teaching Method Design." In Human-Computer Interaction. Design and Development Approaches, 45–53. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21602-2_5.

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Mainali, Bhesh Raj. "Making Online Mathematics Method Courses Interactive and Effective with OER." In Teaching and Learning Mathematics Online, 319–36. First edition. | Boca Raton : C&H/CRC Press, 2020.: Chapman and Hall/CRC, 2020. http://dx.doi.org/10.1201/9781351245586-19.

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Conference papers on the topic "Interactive teaching methods"

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Kaczorowska, Monika, Roman Dmytruk, and Beata Pańczyk. "INTERACTIVE APPLICATION SUPPORTING NUMERICAL METHODS TEACHING." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0268.

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Yurtsever, Mehmet, and Eray Tüzün. "Teaching Design Patterns Using Interactive Methods." In Hawaii International Conference on System Sciences. Hawaii International Conference on System Sciences, 2022. http://dx.doi.org/10.24251/hicss.2022.116.

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Li, Jingtao, Yiming Zhao, and Lei Shi. "Interactive Teaching Methods in Information Security Course." In 2009 International Conference on Scalable Computing and Communications; Eighth International Conference on Embedded Computing. IEEE, 2009. http://dx.doi.org/10.1109/embeddedcom-scalcom.2009.94.

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Shikhova, Olga, Yuri Shikhov, Yulia Krasavina, and M. Aiman Al Akkad. "Interactive Methods for Organizing Pre-Service Teaching Practice." In IFTE 2019 - V International Forum on Teacher Education. Pensoft Publishers, 2019. http://dx.doi.org/10.3897/ap.1.e0600.

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Jucan, Dana. "Interactive Teaching-Learning Methods Within The Academic Course." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.113.

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Dupina, Lyudmila Fedorovna, Natalia Alexandrovna Mazur, and Sergei Nikolaevich Jivaikin. "The use of interactive methods in teaching humanities." In IX International Research-to-practice conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-113738.

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Lehtovuori, A., M. Honkala, H. Kettunen, and J. Leppavirta. "Interactive engagement methods in teaching electrical engineering basic courses." In 2013 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2013. http://dx.doi.org/10.1109/educon.2013.6530089.

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Borodzhieva, Adriana Naydenova, Ivanka Dimitrova Tsvetkova, Iordan Ivanov Stoev, and Snezhinka Lubomirova Zaharieva. "Interactive Teaching Methods Used in the Course Digital Electronics." In 2020 XI National Conference with International Participation (ELECTRONICA). IEEE, 2020. http://dx.doi.org/10.1109/electronica50406.2020.9305131.

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Borodzhieva, Adriana Naydenova, Ivanka Dimitrova Tsvetkova, Iordan Ivanov Stoev, and Snezhinka Lubomirova Zaharieva. "Interactive Teaching Methods Used in the Course Digital Electronics." In 2020 XI National Conference with International Participation (ELECTRONICA). IEEE, 2020. http://dx.doi.org/10.1109/electronica50406.2020.9305131.

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Huseynov, S. T., N. V. Ibadov, and A. A. Aslanov. "Interactive teaching methods of mathematical physics by the methods of computer visualization." In 2012 6th International Conference on Application of Information and Communication Technologies (AICT). IEEE, 2012. http://dx.doi.org/10.1109/icaict.2012.6398522.

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Reports on the topic "Interactive teaching methods"

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BARYSHNIKOV, M. P., and A. M. BARYSHNIKOVA. ON TEACHING THE BASICS OF ACADEMIC COMMUNICATION IN A NEW FORMAT. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-7-15.

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The article is devoted to the problem of teaching academic communication to future engineers. The authors consider the possibilities of teaching the “Basics of Academic Communication” to future engineers in new formats in order to form competencies listed in the syllabus. It is essential to use not only traditional teaching methods, but also innovative, interactive teaching methods, to use tasks in new formats aimed at developing students’ skills to shape their own knowledge, working in groups. The authors describe the system of work that develops the ability to communicate effectively and present the results of research and project activities at various public events, not only in Russian, but also in a foreign language.
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Oleksiuk, Vasyl P., and Olesia R. Oleksiuk. Methodology of teaching cloud technologies to future computer science teachers. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3891.

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The article deals with the problem of training future computer science teachers for the use of cloud technologies. The authors analyzed courses from leading universities to study cloud technologies. On this basis the model of application and studying of cloud technologies in the process of training of future teachers of informatics was developed. The basic principles of this model are proposed: systematic, gradual, continuous. It contains target, content, operating and effective component. Therefore, the stages of using cloud computing technology were proposed: as a means of organizing learning activities, as an object of study, as a means of development. The article summarizes the experience of designing a cloud-based learning environment (CBLE). The model is based on such philosophical and pedagogical approaches as systemic, competent, activity, personality-oriented, synergistic. Hybrid cloud is the most appropriate model for this environment. It combines public and private cloud platforms. CBLE also requires the integration of cloud and traditional learning tools. The authors described the most appropriate teaching methods for cloud technologies such as classroom learning, interactive and e-learning, practical methods. The article contains many examples of how to apply the proposed methodology in a real learning process.
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Kiianovska, N. M. The development of theory and methods of using cloud-based information and communication technologies in teaching mathematics of engineering students in the United States. Видавничий центр ДВНЗ «Криворізький національний університет», December 2014. http://dx.doi.org/10.31812/0564/1094.

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The purpose of the study is the analysis of the development of the theory and methods of ICT usage while teaching higher mathematics engineering students in the United States. It was determined following tasks: to analyze the problem source, to identify the state of its elaboration, to identify key trends in the development of theory and methods of ICT usage while teaching higher mathematics engineering students in the United States, the object of study – the use of ICT in teaching engineering students, the research methods are: analysis of scientific, educational, technical, historical sources; systematization and classification of scientific statements on the study; specification, comparison, analysis and synthesis, historical and pedagogical analysis of the sources to establish the chronological limits and implementation of ICT usage in educational practice of U.S. technical colleges. In article was reviewed a modern ICT tools used in learning of fundamental subjects for future engineers in the United States, shown the evolution and convergence of ICT learning tools. Discussed experience of the «best practices» using online ICT in higher engineering education at United States. Some of these are static, while others are interactive or dynamic, giving mathematics learners opportunities to develop visualization skills, explore mathematical concepts, and obtain solutions to self-selected problems. Among ICT tools are the following: tools to transmit audio and video data, tools to collaborate on projects, tools to support object-oriented practice. The analysis leads to the following conclusion: using cloud-based tools of learning mathematic has become the leading trend today. Therefore, university professors are widely considered to implement tools to assist the process of learning mathematics such properties as mobility, continuity and adaptability.
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Buurman, Gary B., and Stuart Birks. An Interactive Group Teaching Method to Convey Economic Concepts. Bristol, UK: The Economics Network, August 2002. http://dx.doi.org/10.53593/n159a.

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Babenko, Vitalina O., Roman M. Yatsenko, Pavel D. Migunov, and Abdel-Badeeh M. Salem. MarkHub Cloud Online Editor as a modern web-based book creation tool. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3858.

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The main criterion for the competitiveness of a teacher or expert in the field of science is a good ability to present their knowledge to students in an interactive form without spending a lot of time in preparation. The purpose of the study is to analyze modern editors to create educational information content in the modern educational space and to present a modern tool for creating web books based on the latest IT technologies. Modern editors of web material creation have been analyzed, statistics of situations on mastering of knowledge by listeners, using interactive methods of information submission have been investigated. Using the WYSIWYG concept and analyzing modern information tools for presenting graphic material, an effective tool for teaching interactive web material was presented. An adapted version of the MarkHub online editor based on cloud technologies is presented. Using MarkHub cloud-based online editor for the unified development of educational content can significantly increase the author’s productivity in the content creation process. At the same time, the effects of reducing the time spent on formatting the external presentation of the content, making synchronous changes to different versions of the content, tracking the versions of the content, organizing remote teamwork in the network environment are achieved.
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Petrovych, Olha B., Alla P. Vinnichuk, Viktor P. Krupka, Iryna A. Zelenenka, and Andrei V. Voznyak. The usage of augmented reality technologies in professional training of future teachers of Ukrainian language and literature. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4635.

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The article deals with the peculiarities of creation and practical application of augmented reality (AR) technologies for the organization of students-philologists’ individual and group work in studying the discipline “Methodic of teaching literature”. The relevance of the introduction of AR technologies for the future teachers-philologists’ readiness formation to the professional activity is substantiated. Analysis of the scientific sources suggested that the professional training process requires the modernization of teaching methods, and the usage of information and communication technologies (ICT) in education, in particular AR technologies, allows to make the learning process interesting and exciting. The domestic and foreign experience of AR technologies application into current educational practices is generalized. A step-by-step algorithm for creating the AR in the mobile application Unite and its subsequent content filling for professional training of future teachers of Ukrainian language and literature is described. The visualization of the educational content of the lepbook “Incredible Lesya Ukrainka”, made by students- philologists at the Mykhailo Stelmakh Faculty of Philology and Journalism of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University during the studying the discipline “Methodic of teaching literature”, is detailed. It is specified that the educational process is based on the creation AR with the visualization of interactive learning materials with animation, instructions, links, video content, illustrations etc. according to the rubrics of the lepbook. It is emphasized that the implementation of AR technologies provides the increasing of motivation for systematic mastering of practical skills, enhances students’ concentration and attention, increases their cognitive experience, promotes the development of their creative abilities, produces the opportunities of using the visualized content for students’ research work, stimulates them to self-expression, motivates them to self-development, trains them to the skillful use of the Internet, modern gadgets and mobile applications, etc. Prospects for studying the possibilities of using AR technologies in lessons of Ukrainian literature at secondary school are determined.
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Varina, Hanna B., Viacheslav V. Osadchyi, Kateryna P. Osadcha, Svetlana V. Shevchenko, and Svitlana H. Lytvynova. Peculiarities of cloud computing use in the process of the first-year students' adaptive potential development. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4453.

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Technologies based on cloud computing is one of the demanded and actively developing areas of the modern information world. Cloud computing refers to an innovative technology that allows you to combine IT resources of various hardware platforms into a single whole and provide the user with access to them via a local network or the global Internet. Cloud services from various providers offer users access to their resources via the Internet via free or shareware cloud applications, the hardware and software requirements of which do not imply that the user has high-performance and resource-consuming computers. Cloud technologies represent a new way of organizing the educational process and offers an alternative to traditional methods of organizing the educational process, creates an opportunity for personal learning, collective teaching, interactive classes, and the organization of psychological support. The scientific article is devoted to the problem of integrating cloud technologies not only in the process of training highly qualified specialists, but also in the formation of professionally important personality traits. The article describes the experience of introducing cloud technologies into the process of forming the adaptive potential of students in conditions of social constraints caused by the COVID-19 pandemic.
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Hill, Jr, Kim Randall W., Zbylut Julia M., Gordon Michell R., Ward Andrew S., Vowels Jason N., and Christopher L. Learning the Lessons of Leadership: Case Method Teaching with Interactive Computer-Based Tools and Film-Based Cases. Fort Belvoir, VA: Defense Technical Information Center, March 2008. http://dx.doi.org/10.21236/ada479693.

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Shalatska, Hanna, Olena Zotova-Sadylo, Olexandr Makarenko, and Larysa Dzevytska. Implementation of E-assessment in Higher Education. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4466.

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The purpose of the study is to develop the methodical recommendations for test-designers to cope with challenges of organizing on-line assessment process. In order to achieve this goal we have to reveal the strengths and weaknesses of e-assessment activities based on analysis of the universities practice. To find out students’ attitude to the issue of the study we have drawn up the questionnaire. The survey results confirm that e-assessment is rated as priority activity by learners thanks to individual approach to teaching/learning process, easily accessible and fast feedback, as well as interactive methods of implementation. Reviewing practical experience of Kryvyi Rih National University (KNU) and Donetsk Law Institute of the Ministry of Internal Affairs of Ukraine (DLI) and summarizing statistical data of the survey we have developed methodical support for designing e-assessment activities which involves: to determine intended recipients and the purpose of testing; select appropriate instruments and e-platform; specify forms of feedback; clarify the tasks; provide knowledge base for operating e-tests etc. Despite plenty of studies in this domain the test-designers and test-takers face to typical difficulties while operating e-assessment, and there is lack of research providing methodical practicalities in this field. To address learners’ and lecturers’ needs we have developed the methodical recommendations, which might be used in the drafting of e-assessment tests for students of different specialisms.
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Rashevska, Natalya V., Serhiy O. Semerikov, Natalya O. Zinonos, Viktoriia V. Tkachuk, and Mariya P. Shyshkina. Using augmented reality tools in the teaching of two-dimensional plane geometry. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4116.

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One of the successful components of quality assimilation of educational material and its further use in the learning process is visualization of material in secondary education institutions. Visualizations need the subjects of the school course, which are the most difficult to understand and essentially do not have at the beginning of the study of widespread practical application, mostly mathematical objects. That is why this study aimed to analyze mobile tools that can be used to visualize teaching geometry. The object of the study is the process of teaching geometry in the middle classes of secondary schools. The subject of the study is the use of augmented reality tools in teaching geometry to students in grades 7-9. The study used such research methods as the analysis and justification of the choice of mobile augmented reality for the study of mathematics. Analyses displayed two augmented reality tools: ArloonGeometry and Geometry AR. In order to gain geometry instruction’s academic success for the students, these tools can be used by teachers to visualize training material and create a problematic situation. The use of augmented reality means in the geometry lessons creates precisely such conditions for positive emotional interaction between the student and the teacher. It also provided support to reduce fear and anxiety attitudes towards geometry classes. The emotional component of learning creates the conditions for better memorization of the educational material, promotes their mathematical interest, realizes their creative potential, creates the conditions for finding different ways of solving geometric problems.
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